Module Descriptions
Higher Certificate in Community Development (NQF5)
For a description of this module, see Module Descriptions below
Core Curriculum
The Higher Certificate in Community Development requires a minimum of 2 years and allows a maximum of three years for completion, comprising 120 credits. The program is delivered through a multi-modal approach or online.
Study Year 1 of 2 (NQF 5)
The purpose of this module is to provide students with the knowledge and skills they need to articulate their prior formal, non-formal and informal learning within an academic context; and in doing so to demonstrate that they have the necessary academic literacies to cope with the text-based practices of the Cornerstone programmes. In addition, the module provides students with the conceptual and procedural knowledge they require to substantiate an application for exemption based on the recognition of their prior experiential learning (RPL) and/or credit transfer (CAT) from prior formal qualifications recognised by the Senate of Cornerstone Institute.
Through this module, students will learn to use a computer for emails, internet, word processing, spreadsheet development and electronic presentation suites. This will enable students to access the Virtual Learning Environment (VLE) known as Funda, which is used by Cornerstone for communication with lecturers and administrative purposes, as well as research and submission of assignments.
The aim of this module is to lay the conceptual foundation for further in-depth discussions on community development issues. This module introduces a critical review of frequently used and sometimes abused concepts related to the community development discipline. The underlying meaning of popular community development jargon such as bottom-up development, grassroots participation, and good governance will be critically revisited and debated to set the scene for further modules in community development.
The aim of this module is to broaden the perspective of the student by introducing the student to how societies develop. This module also sensitises the student for the global perspective and the impact of globalisation on local contexts. Case studies will reveal that development is equated to change, a phenomenon that often has both positive and negative effects on local communities.
This module reviews several perspectives on social transformation processes. The module covers different ways of thinking about development as transformation including people-centred development, development as freedom and development as a response to powerlessness.
This module is designed to help the student develop a practical understanding of ethical issues in community development work. The philosophical and historical bases of ethics are examined, and professional rules and policies are evaluated in light of ethical principles. Students are encouraged to examine their personal worldview, values, beliefs, and behaviour related to current moral, social and professional issues.
This module offers a comprehensive understanding of leadership from various theoretical perspectives, aiming to empower individuals for effective leadership in various contexts, particularly within South African and African settings. It delves into transformative leadership theory and practice, fostering personal and character growth. Additionally, the module introduces students to conflict resolution theory and practice, imparting essential communication skills to enrich inter-group and interpersonal relationships. Students gain insights into their conflict attitudes, self-reflect on approaches, and explore diverse conflict types through case studies. The module underscores the interconnectedness of communication, behaviour, and conflict, with a focal point on reconciliation strategies, enriching the learning experience.
This module introduces sociology and community development students to the rural-urban interface as far as poverty and development is concerned. Considering the rural-urban interface it explores the poverty and development debate in South Africa and in Africa broadly. The debate entails the contested approaches to conceptualising and measuring poverty across the rural-urban interface; and secondly it entails the contested micro and macro theories of poverty and underdevelopment which are complicated by the rural-urban interface. The module also explores approaches to poverty reduction/alleviation in rural and urban contexts by drawing on country-specific examples, but primarily South Africa.
Study Year 2 of 2 (NQF 5)
This module is a community-based extension of the academic programme. The fieldwork is designed to be a multi-disciplinary application of what has been learnt theoretically during one’s studies. As such it measures the practical capabilities of the student within a field or sphere of learning.
This module seeks to introduce the student to the fundamentals of intercultural communication, especially as they relate to work in cross-cultural settings. In this module, the concepts of culture, worldview, values and belief systems and power will be examined. A key theme is the reflection on the impact of our interventions in other cultures, and the necessary cultural attitudes required to work effectively in cross-cultural settings.
This module aims to orientate the student to participatory research (i.e., its tools, techniques and methodologies), with the goal of helping a community identify a problem, collect and analyse information, and act upon the problem in order to find solutions and to promote social and political transformation. The module will implement participatory tools of secondary resources, direct observation and semi-structured interviewing.
This module will introduce students to a basic understanding of fundraising and resource mobilisation. Students will gain knowledge and techniques on how to get started with fundraising. Students will learn the fundamental principles for fundraising as well as a framework to understand what the elements and techniques of a good fundraising strategy entail. This module distinguishes the difference between fundraising and resource mobilisation, and why it is so critical for the sustainability of Civil Society and development efforts.
This module will introduce students to a basic understanding of fundraising and resource mobilisation. Students will gain knowledge and techniques on how to get started with fundraising. Students will learn the fundamental principles for fundraising as well as a framework to understand what the elements and techniques of a good fundraising strategy entail. This module distinguishes the difference between fundraising and resource mobilisation, and why it is so critical for the sustainability of Civil Society and development efforts.
This module aims at equipping development workers in government, NGOs and other organisations with skills, knowledge and the necessary attitudes for effective results-based monitoring and evaluation of development programmes. This module highlights the concepts, roles, purposes and processes of monitoring and evaluation in development projects and seeks to equip learners to engage and plan more effectively with evaluations.